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Full-Text Articles in Education
Preparing Elementary School Teachers To Learn From Teaching: A Comparison Of Two Approaches To Mathematics Methods Instruction, Rossella Santagata, Cathery Yeh, Janet Mercado
Preparing Elementary School Teachers To Learn From Teaching: A Comparison Of Two Approaches To Mathematics Methods Instruction, Rossella Santagata, Cathery Yeh, Janet Mercado
Education Faculty Articles and Research
Teacher preparation programs face a significant challenge in determining how to design learning experiences that develop the combination of knowledge, practices, and dispositions needed for effective classroom teaching. Time constraints and the theory-practice divide are two well-documented concerns. We introduce the conceptual framework and design elements of a video-enhanced mathematics methods course that targets these concerns. The course centers on systematic reflection and analysis of practice intended to foster career-long learning. We then examine the impact of this course on several facets of learning-from-teaching competencies, including teacher knowledge, beliefs, and practices. Sixty-two pre-service teachers, enrolled in a one-year post-bachelor elementary …
Learning To Teach Mathematics And To Analyze Teaching Effectiveness: Evidence From A Video- And Practice-Based Pre-Service Course, Rossella Santagata, Cathery Yeh
Learning To Teach Mathematics And To Analyze Teaching Effectiveness: Evidence From A Video- And Practice-Based Pre-Service Course, Rossella Santagata, Cathery Yeh
Education Faculty Articles and Research
Although emerging consensus exists that practice-based approaches to teacher preparation assist in closing the distance between university coursework and fieldwork experiences and in assuring that future teachers learn to implement innovative research-based instructional strategies, little empirical research has investigated teacher learning from this approach. This study examines the impact of a video- and practice-based course on prospective teachers’ mathematics classroom practices and analysis of their own teaching. Two groups of elementary prospective teachers participated in the study—one attended the course and one did not. Findings reveal that the course assisted participants in making student thinking visible and in pursuing it …